TPA Approved Lesson Plan Template This lesson Plan Template is a GUIDE. You are not required to use its format as long as you include all the elements here in your plan!
Desired Results
Relevant Minnesota or Nat’l Content Standards: COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Learning Objective: Key Understanding(s) you intend students to obtain:
In France, people count with their fingers differently than they do here This is a "know" and eventually a "do"
Numbers in France are written differently as well This is a "know." You might write this as an "understand"
People are greeted with a handshake or la bise This is also a "know." This one could be an "understand if you changed it to, "The importance of greeting with a handshake or la bise." OR "The implications of NOT greeting with a handshake or bise.
Assessment Evidence
What do you want your students to know?
How to count from 0-39
How to properly greet each other, ask how they are, their names and ages (informal)Did you do this today? What did I miss?
What do you want students to be able to do?
Count properly with their fingers as one would in France
Recognize the difference between how numbers are written
Greet one another properly
Everything I saw had to do with counting 0-39 and above, forward and backward. Help me understand the connection to what you did and what I saw.
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Watch how they are counting with their fingers and make sure it is the French way
Listen in when they are counting or working with a partner
Listen in as they greet their partner
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Have students count individually
Greet them and check their responses
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
0-39
Les numéros
ça va ? Comment vas-tu ? Je vais bien (merci), mal, comme ci comme ça
Quel âge as-tu ? J’ai…ans
How will you teach this key vocabulary to enable students to meet the learning objective?
Learning vocabulary will be a highly interactive process. Students will constantly be engaged in language use during the class period to ensure acquisition. It will be taught both visually and aurally.
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
How do gestures differ in France?
*
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Students who are struggling will have more one on one work with me. They will also occasionally be paired with gifted students so that the gifted students are able to teach them.
Gifted students will occasionally work together and be given more vocabulary to be incorporated in their conversation.
Materials/Resources Required:
White board
3 sets of number cards (4…quatre)
SCHEDULE OF ACTIVITIES
Method/Strategy (What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Review numbers 0-29 by counting as a class. Write numbers on the board and have students recite it. Have students count with a partner then call on students individually to count.
5
Learn numbers 30-39
5
Line up : Divide students into three groups. Give them each a set of numbered cards and have them put it in the correct order. Have them read it off. Combine all three groups.
5
Run up to the board game: Divide students into two teams and give them each a number (1-5...so there will be two 1’s, two 2’s, ect). Call off a number 0-39, then call off one of their numbers (1-5…2 for example) and the two #2s will race to the board and write the number that was first called off (ie-29).
5
Review greetings. Review how to greet someone. (Bonjour, enchanté, ca va, bien, mal, comme-ci comme-ca, comment t’appelles-tu? Je m’appelle…au revoir). Have students work with a partner and greet each other through each step. Greet students individually or listen in as they chat with a partner to assess their individual performance.
10
Count 0-39 as a class (form a circle).
1
Is this what you did? I didn't see this, today? I saw two groups running up to the board & then hot potato. Great activities. Great formative assessment. Great group assessment. Have they also been asked to write the numbers, hear them and understand them and PROVE IT?
This lesson Plan Template is a GUIDE. You are not required to use its format as long as you include all the elements here in your plan!
COMMUNICATION
Communicate in Languages Other Than English
- Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURESGain Knowledge and Understanding of Other Cultures
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
- Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONSConnect with Other Disciplines and Acquire Information
- Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
- Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONSDevelop Insight into the Nature of Language and Culture
- Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIESParticipate in Multilingual Communities at Home & Around the World
How will you check to see whether your class has met your learning objectives?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
- How do gestures differ in France?
*Differentiation Options: questions, stems, sentence frames, strategies, etc.
(What will you do? What do you expect students to do? Include set induction and closing.)